In The EduProtocol Field Guide, Jon Corippo and Marlena Hebern outline sixteen classroom-tested protocols to break up clichéd lesson plans, build culture, and deliver content to K–12 students in a supportive, creative environment. Start Smart Smart Start activities set your students up for success by teaching them how to learn, using tools like Frayer Models and Venn Diagrams on fun subjects. In addition to preparing your students to learn, Smart Start activities help build a positive culture in your classroom. Finish Strong EduProtocols are customizable, frames that use your content to create lessons to help students master academic content, think critically, and communicate effectively while creating and working collaboratively. EduProtocols can be used with nearly all subjects and grade levels and are UDL (Universal Design for Learning)-friendly to support all learners. Simplify the process of creating engaging and personalized learning opportunities for every student. The EduProtocol Field Guide shows you how.

    This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

    Stephen R. Covey illustrates how his principles of leadership can be applied to children of all ages. In today’s world, we are inundated with information about who to be, what to do, and how to live. But what if there was a way to learn not just what to think about, but how to think? A program that taught young people how to manage priorities, focus on goals, and be a positive influence in their schools?The Leader in Me is that program. In this bestseller, Stephen R. Covey took the 7 Habits that have already changed the lives of millions of readers and showed that even young children can use them as they develop. These habits are being adapted by schools around the country in leadership programs, most famously at the A.B Combs Elementary school in Raleigh. Not only do the programs work, but they work better than anyone could have imagined. This book is full of examples of how the students blossom under the program—from the classroom that decided to form a support group for one of their classmates who had behavioral problems to the fourth grader who overcame his fear of public speaking and took his class to see him compete in a national story telling competition.Perfect for individuals and corporations alike, The Leader in Me shows how easy it is to incorporate these skills into daily life so kids of all ages can be more effective, goal-oriented, and successful.

    It's a book that will be treasured and shared by every teacher in America—and everyone who's ever loved or learned from one.

    In Building Teachers Capacity for Success, authors Pete Hall (winner of the 2004 ASCD Outstanding Young Educator Award) and Alisa Simeral offer a straightforward plan to help site-based administrators and instructional coaches collaborate to bring out the best in every teacher, build a stronger and more cohesive staff, and achieve greater academic success. Their model of Strength-Based School Improvement is an alternative to a negative, deficit-approach focused on fixing what s wrong. Instead, they show school leaders how to achieve their goals by working together to maximize what s right. Filled with clear, proven strategies and organized around two easy-to-use tools the innovative Continuum of Self-Reflection and a feedback-focused walk-through model this book offers a differentiated approach to coaching and supervision centered on identifying and nurturing teachers individual strengths and helping them reach new levels of professional success and satisfaction. Here, you ll find front-line advice from the authors, one a principal and the other an instructional coach, on just what to look for, do, and say in order to start seeing positive results right now.

    Back then, most experts believed that differences in how girls and boys behave are mainly due to differences in how they were treated by their parents, teachers, and friends.It's hard to cling to that belief today. An avalanche of research over the past twenty years has shown that sex differences are more significant and profound than anybody guessed. Sex differences are real, biologically programmed, and important to how children are raised, disciplined, and educated. In Why Gender Matters, psychologist and family physician Dr. Leonard Sax leads parents through the mystifying world of gender differences by explaining the biologically different ways in which children think, feel, and act. He addresses a host of issues, including discipline, learning, risk taking, aggression, sex, and drugs, and shows how boys and girls react in predictable ways to different situations. For example, girls are born with more sensitive hearing than boys, and those differences increase as kids grow up. So when a grown man speaks to a girl in what he thinks is a normal voice, she may hear it as yelling. Conversely, boys who appear to be inattentive in class may just be sitting too far away to hear the teacher—especially if the teacher is female. Likewise, negative emotions are seated in an ancient structure of the brain called the amygdala. Girls develop an early connection between this area and the cerebral cortex, enabling them to talk about their feelings. In boys these links develop later. So if you ask a troubled adolescent boy to tell you what his feelings are, he often literally cannot say.Dr. Sax offers fresh approaches to disciplining children, as well as gender-specific ways to help girls and boys avoid drugs and early sexual activity. He wants parents to understand and work with hardwired differences in children, but he also encourages them to push beyond gender-based stereotypes. A leading proponent of single-sex education, Dr. Sax points out specific instances where keeping boys and girls separate in the classroom has yielded striking educational, social, and interpersonal benefits. Despite the view of many educators and experts on child-rearing that sex differences should be ignored or overcome, parents and teachers would do better to recognize, understand, and make use of the biological differences that make a girl a girl, and a boy a boy.

    The book includes numerous stories about the way circles have been used in many diverse situations, discussion on the use of proactive, responsive and staff circles, and an overview of restorative practices, with particular emphasis on its relationship to circle processes.